<p> Grade: 3rd Subject: Guidance 4/3/2018 Unit: Career Time frame for Completion: 1</p><p>Enduring Understandings / Big Ideas: Understand the connection between personal interests and career choice. Become aware of link between academic success and career success Connect character traits to success in the work force</p><p>Essential Questions: Why is doing well in school important to your future? What are my personal interests and dislikes? What skills and abilities are needed to do specific jobs?</p><p>Learning Competencies - ASCA National What the students will know Supportive Learning Assessments Resources Standards/PDE Career to and be able to do upon Activities Work Standards completion of the unit Students will identify skills Yearly career portfolio Formative: Book - Roger the Vet 13.1.5. A Describe the necessary for various exploring goals, current  Teacher made impact of individual interests careers. activities/clubs, favorite assessments and Worksheet - Turn About and abilities on career subject etc. observation Careers choices. Students will connect  WIDA personal interests to related Increase self awareness Career Fun Kit careers. through discussion of how Summative: Every Teacher Teaches ESL different skills, traits and  My Student Planner Supplemental Resources: ELP Standard 1: English Students will make characteristics connect to Language Learners connections between various careers.  ESL staff communicate in English for character traits and school  Bilingual dictionaries social and instructional to work success. Discuss transfer of skills purposes within the school from school to work. setting. ELL: ELP Standard 2: English http://www.cal.org/siop: Language Learners Fifty Strategies for communicate information, Teaching; English ideas, and concepts Language Learners, 2nd necessary for academic edition; Adrienne Herrell, success in the content area of Michael Jordan; Language Arts. (Merrill/Prentice Hall, 2003) Grade: 3rd Subject: Guidance 4/3/2018 Unit: Career Time frame for Completion: 2</p><p>*Zone of Proximal Development : That area between what the student is capable of at the moment and the point you want the student to reach next (Vygotsky, 1978)</p><p>Stages of Second Language Acquisition: (Hill, J., Flynn, K., 2006)</p><p>Stage Characteristics Approximate Time Frame Teacher Prompts Preproduction The student 0-6 months  Show me… PDE: Entering  Has minimal comprehension  Circle the…  Does not verbalize  Where is…?  Nods “yes” and “no”  Who has…?  Draws and points</p><p>Early Production The student 6 months to 1 year  Yes/no questions PDE: Beginning  Has limited comprehension  Either/or questions  Produces one- or two-word  One-or two-word answers responses  Lists  Participates using key words  Labels and familiar phrases  Uses present-tense verbs Speech Emergence The student 1-3 years  Why…? PDE: Developing  Has good comprehension  How…?  Can produce simple sentences  Explain…  Makes grammar and  Phrase or short-sentence answers pronunciation errors  Frequently misunderstands jokes Intermediate Fluency The Student 3-5 years  What would happen if…? PDE: Expanding  Has excellent comprehension  Why do you think…?  Makes few grammatical errors Advanced Fluency: The student has a near native level 5-7 years  Decide if… PDE: Bridging of speech.  Retell…</p>